Improving learning environments : school discipline and student achievement in comparative perspective
- Stanford, California : Stanford University Press, , ©2012.
- Physical description
- xii, 337 pages ; 25 cm.
- Studies in social inequality.
LB3012 .I49 2012
- Unknown LB3012 .I49 2012
- Includes bibliographical references and index.
- School discipline, student achievement and social inequality / Richard Arum, Karly Ford, and Melissa Velez
- Academic performance and expectations of Canadian students / Robert Andersen and David Zarifa
- School discipline in Chile / Florencia Torche and Alejandra Mizala
- School discipline and achievement in Israel / Yossi Shavit and Carmel Blank
- School discipline, performance and the presence of immigrants in Italian schools / Paolo Barbieri and Stefani Scherer
- School, discipline, and achievement in Japan / Hiroshi Ishida and Satoshi Miwa
- School disciplinary climate, behavioral problems, and academic achievement in the Netherlands / Herman G. van de Werfhorst, Machteld Bergstra, and René Veenstra
- School discipline, math/science achievement, and college aspirations in contemporary Russia / Theodore P. Gerber
- Correlates of school disciplinary climate and its consequences for student achievement in South Korea / Hyunjoon Park
- Class and racial differences in U.S. school disciplinary environments / Richard Arum and Melissa Velez.
- Publisher's Summary
- Improving Learning Environments provides the first systematic comparative cross-national study of school disciplinary climates. In this volume, leading international social science researchers explore nine national case studies to identify the institutional determinants of variation in school discipline, the possible links between school environments and student achievement, as well as the implications of these findings for understanding social inequality. As the book demonstrates, a better understanding of school discipline is essential to the formation of effective educational policies. Ultimately, to improve a school's ability to contribute to youth socialization and student internalization of positive social norms and values, any changes in school discipline must not only be responsive to behavior problems but should also work to enhance the legitimacy and moral authority of school actors.
(source: Nielsen Book Data)
- Publication date
- Copyright date
- edited by Richard Arum and Melissa Velez.
- Studies in social inequality